Stephens, M. Irene (Mary Irene)
M.A. (Master of Arts)
Department of Communicative Disorders
Language disorders in children; Storytelling ability in children; Elementary education
In pursuit of an efficient language screening device for upper elementary school grades, a story retelling task was employed using language impaired students as subjects. Forty 5th and 6th graders, who were receiving speech-language services, heard an audiotaped story and immediately afterwards were asked to retell the story to the best of their ability. Within 7 to 14 days, the process was repeated using a different type of story with the order of presentation counterbalanced. The audiotaped retellings were orthographically transcribed and scored for amount of information, garbling ratio and number of inferences drawn. The children's performances were analyzed and comparisons made among the factors of story type, gender and grade level on each of the three measures. Results showed that the fantasy story was more difficult than the real-life story when using the measures of amount of information recalled and number of Inferences drawn. An interaction of gender by story occurred in the garbling ratio measure with the boys performing less well on the fantasy story. A moderate correlation was found between the ability to draw inferences and the amount of information recalled. Clinicians' severity ratings did not correlate with any of the measures. Recommendations for further research are offered.
Mitchell, Lora Jean Porter, "Story retelling performances of upper elementary language impaired children" (1987). Graduate Research Theses & Dissertations. 5060.
Northern Illinois University
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